СЕНСОРНИЙ РОЗВИТОК СТАРШИХ ДОШКІЛЬНИКІВ ІЗ ЗАТРИМКОЮ ПСИХІЧНОГО РОЗВИТКУ ЗАСОБАМИ МОНТЕССОРІ-МАТЕРІАЛУ

Abstract

The article analyzes the results of a study of the formation of standard ideas (color, size, shape) in preschoolers with mental retardation (MDR). The authors emphasize the levels of development of sensory standards in children with mental retardation, determine the main areas of work on the development of sensory standards in older preschool children with CPD using Montessori materials. Following the principles of classical humanism, M. Montessori created a concept based on the child's personality, a concept based on confidence in the abilities of each child, his ability to succeed despite special needs. Classes on this method are held in a specially prepared environment. Since Montessori's approach assumes that the game room should be divided into several parts, the following areas are considered standard: natural, practical life, sensory, linguistic, mathematical, to which it is advisable to add creative, playful and sports. The child can do where h likes and how much he likes. The task of the teacher is to "adapt" to the interests of the child, for whom it is important to create space for action. Under such conditions, children will learn easily and with pleasure. The use of Montessori materials is aimed at the development of fine motor skills, senses (sight, hearing, taste, smell, touch). According to M. Montessori, careful actions with small objects form intelligence, develop speech, attention and memory, so in her system there are many activities related to the operation of objects, guessing them by touch, sorting. We consider it expedient to continue working in the outlined direction in order to prove the effectiveness of this method with its further implementation in the educational process of children with CPD, as well as to adapt this method for other categories of children. Studies have shown that Montessori materials are an effective means of sensory development of older preschoolers with mental retardation. As a result of the application of this technique, most children improve tactile sensitivity, general and fine motor skills, visual-motor coordination, attention and memory.